Comparison-Contrast Text Structures and the College Developmental Reader

Authors

Bill Henk, Marquette UniversityFollow
Norman A. Stahl, Northern Illinois UniversityFollow

Document Type

Article

Language

eng

Publication Date

3-1989

Publisher

Wiley

Source Publication

Journal of Reading

Source ISSN

0022-4103

Abstract

Although much reading research centers on expository text structure in general, few studies have examined how specific patterns of informational text influence comprehension. One notable omission is a lack of research into the effects of two distinct types of comparison-contrast text patterns: divided and alternating.

The purpose of this article is (1) to outline differences between divided and alternating patterns, (2) to report the effect these patterns exert on the performance of college developmental readers, and (3) to present related instructional implications.

Comments

Journal of Reading, Vol. 32, No. 6 (March, 1989): 494-490. Stable URL.

William A. Henk was affiliated with Pennsylvania State University - Harrisburg at time of publication.

Recommended Citation

Henk, Bill and Stahl, Norman A., "Comparison-Contrast Text Structures and the College Developmental Reader" (1989). College of Education Faculty Research and Publications. 438.
https://epublications.marquette.edu/edu_fac/438